A amorosidade em uma perspectiva Freiriana: análise de um curso de extensão com professoras da rede estadual de ensino do RS do município de Bagé

Abstract

This dissertation has as its theme the freirian loveliness, assuming the hypothesis that there are inclusive pedagogical practices carried out by teachers from the state public network in the municipality of Bagé, located in Rio Grande do Sul – Brazil. Based on the hypothesis, we established the following question: how does lovingkindness contribute to and become evident in inclusive pedagogical practices carried out by teachers from the state public network in the city of Bagé? To answer, we have the following general objective: to understand the concept of love in Paulo Freire, investigating the contributions of this concept to the promotion of inclusive pedagogical practices. To achieve the objective, we developed three specific objectives: (1) to review the literature seeking to identify works that have love in their development on the SciELO portals and CAPES Journal Portal, (2) to investigate inclusive pedagogical practices seeking to understand the concept of loveliness present in them and (3) identify the contributions of the concept of love for the realization of inclusive pedagogical practices that enable the inclusion of students in situations of exclusion. Our theoretical-conceptual referential is composed by Freire (1980, 1991, 1993, 1997, 2001, 2019, 2020), Barthes (1977), Gadotti (2003), Maturana (2002), among others in what comprises lovingness. For inclusion and inclusive practices, we used Sassaki (2006, 2009), Mantoan (2003), Aranha (2001), among others. It is social research (MINAYO, 2002), with a qualitative approach (ANDRÉ, 1995). To achieve the objectives, a pedagogical intervention research was carried out in Bagé (DAMIANI et al., 2013) through a 20-hour extension course, with love as the theme (FREIRE, 1980, 1993, 1997, 2001, 2019, 2020). The following data collection instruments were used: the speeches verbalized in the meetings and the course evaluation questionnaire. After the course, the analysis was carried out through Content Analysis (BARDIN, 1977), establishing three categories of analysis: love, school inclusion and teacher desprofessionalization. The data reveal that the participants observe love as directly linked to dialogue, inclusion and the fight against the weakening of public schools and teacher deprofessionalization, stating that they practice love through welcoming, dialogic practices, among other practices that seek to include and reach to all students, revealing love for them, especially those in situations of exclusion. The investigation also revealed that there is a teaching de-professionalization, which is revealed through several factors, but mainly through attributions of functions that are not part of the teaching profession, non-recognition of teaching as a profession, as well as the category is evidenced through working conditions unhealthy conditions and salary devaluation, which causes, for example, work overload and other sources of income, which affects pedagogical practices, the quality of public education, as well as can affect the health and personal life of public school teachers. In conclusion, a low number of papers published in the two investigated portals, in the literature review, about loveliness was revealed. The subjects still understand love from the Freirian dialogue, linked to the concept of liberating education by assuming a commitment to revolutionary love for the excluded.